découverte du théorème de Pythagore
Global comment: |
Review filed on 2011/05/15 14:34 by Fred. |
L'activité telle qu'elle présentée ne peut se dérouler qu'en vidéo projection avec intervention du professeur. Le théorème de Pythagore n'apparaît pas clairement dans l'activité. A quel moment le lien va-t-il être réalisé? L'utilité du logiciel de géométrie dynamique n'est pas pertinente.
| This review is done without a trial in classroom. |
Usage conditions
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Hardware setup
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Learner organization
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More about the context of usage (free comments):
Le niveau d'enseignement est la 4ème en France. Je fais cette activité papier-crayon avec mes élèves et je fais justifier pourquoi le quadrilatère construit est un carré avant de calculer les aires.
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Educational levels:
Radio buttons: more on the left side to say that I don't agree, more on the right side to say that I agree
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I found easily the resource, the audience, competencies and themes are adequate |
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The theme is the one I was looking for | |
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The mathematical prerequisites are the one I want | |
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Technical prerequisites are adequate | |
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Trained competencies are adequate and complete | |
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Objectives are stated and clear | |
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Proposed implementation (classroom, beamer, individual work...) is suitable | |
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The duration is stated and appropriate | |
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The files are technically sound and easy to open |
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I can access the file | |
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I can open the file with my software of choice | |
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There are no bugs in the files | |
Comments: La compréhension des changements qui apparaissent d'une figure à l'autre est peu claire pour l'élève | ||
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The content is mathematically sound and usable in the classroom |
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The mathematics are valid | |
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The content is conform to the curriculum for that level | |
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The content is related to the objectives | |
Comments: le lien avec le théorème de Pythagore n'est pas clair | ||
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Translation of the mathematical activity into interactive geometry is coherent |
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The math and the figures are related | |
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The figure is behaving consistently within the activity | |
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The figure shows no ill effect | |
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The numerical values (angles, lengths) are consistent | |
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Functionalities and specific behaviors like sliders, keyboard interaction or macros are well described | |
Comments: l'activité mathématique en terme de géométrie dynamique se résume à un déplacement de points peu intéressant. | ||
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In this resource, Interactive Geometry adds value to the learning experience |
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I can produce drawings which are clear and sharp | |
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Different configurations are easily produced | |
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Helps the user to explore, experiment and conjecture | |
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Conjectures can be visually validated | |
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Different representations can be compared | |
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Leads to understand geometric relations rather than numerical values | |
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The activity can not be transposed to paper and pen | |
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Interactive geometry helps reaching the pedagogical goal | |
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Dragging around, you can illustrate, identify or conjecture invariant properties | |
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Dragging around, you infer dependency relations among objects | |
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This activity helps me teach mathematics |
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The students (will) get readily to the point | |
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Hints are given on ways to make the students start | |
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Students initiatives are fostered | |
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Some reports and students snapshots help me foresee the situations that arise | |
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I am helped in identifying resolution strategies, whether correct or invalid, that the students may choose | |
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The feedbacks from the software are discussed and actions to use them are proposed | |
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The feedbacks help the students reach understanding | |
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Remedial actions with respect to expected dead-ends are described | |
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Actions to help the students change strategies are proposed | |
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Advice to determine how and when to synthesize findings is given | |
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How, when and who validates the conclusions are described | |
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The overall activity and what takes place, what are the expected benefits and other possibilities are described | |
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I know how to set my class for this activity |
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The possible configurations (one computer per student or beamer or personal work) are described | |
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Different roles and phases are described | |
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The exchange of information, for conjectures, validations, conclusions are described | |
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A schedule of the activity is proposed | |
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I found easily a way to use this activity in my curriculum progression |
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The activity benefits later in the classroom | |
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The activity relates easily with my usual teaching | |
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It helps to understand the mathematical notions at work | |
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The experiments they made provide an introduction to the next topic | |
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The resource is user friendly and adaptable |
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The amount of information is satisfactory | |
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The information is clearly presented | |
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Elements of the resource can be modified to adapt it to one's needs | |
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